Session 4: Understanding the Listening and Learning Strand in Depth
Sequence of Sessions
Overarching Objectives of this May 2013 Network Team Institute
1. The purpose of this May 2013 Pilot Training/Network Team Institute is to provide a general understanding of CKLA-NY program, how it fits towards the comprehensive view of language arts, as discussed by the State, (i.e., the Three Pillar Model), and to provide a good understanding of the design principles driving the structure of the Listening and Learning and Skills strands of materials. This training will also serve as the primary training for participants in the use of the Listening and Learning strand.
High-Level Purpose of this Session
· This session is designed to give participants a deeper understanding of the guiding instructional design principles around which the Listening and Learning domains and lessons were created. The three key principles include:
1. The connection between oral and written language development must be supported.
2. Background knowledge is essential to strong comprehension.
3. Vocabulary learning is most efficient when it is content-based, contextualized, and constant.
Related Learning Experiences
2. This training is the first in a series of trainings on the use of CKLA-NY. It provides background knowledge that will be relevant to upcoming trainings on implementing the Skills strand to occur at a future date.
Session Outcomes
What do we want participants to be able to do as a result of this session?
How will we know that they are able to do this?
In this session participants will be able to:
1. Identify connections between the oral language support provided within the Listening and Learning strand and student writing.
2. Articulate how the domain structure of the Listening and Learning strand supports children’s comprehension and background knowledge
3. Identify at least two or three ways the Listening and Learning materials support vocabulary learning
3.
Participants will demonstrate knowledge and skills related to the learning objectives through completed activities and in-session discussions.
Session Overview
Participants will reflect on key take-aways from previous session.
Design Principle 1:The connection between oral and written language must be supported
15 minutes
Participants will investigate how oral language learning from Listening & Learning is evident in student writing.
NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_PPT.ppt
Design Principle 2: Background knowledge is essential to strong comprehension
30 minutes
Participants will consider the value of background knowledge to comprehension.
NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_PPT.ppt
2. Listening & Learning Sequence Connections (15_Session4_L&LSequence.pdf)
Design Principle 3:
Vocabulary learning is most efficient when it is contextualized, content-based and constant
30 minutes
NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_PPT.ppt
(16_session4_kingqueenreadaloud_two.pdf)
5. Blank Word Web Template (18_session4_Blank Vocabulary Template_Legal.pdf)
Session Roadmap
1. Reflect on key take-aways from the previous session.
Materials used include:
Section 2: Design Principle 1: The connection between oral and written language must be supported.
Time: 15 minutes
[15 minutes] In this section, you will…
1. Investigate how oral language learning from Listening & Learning is evident in student writing.
Materials used include:
Time
Slide #/ Pic of Slide
Script/ Activity directions: (Please Note: Here we provide key ideas per slide. A full script is provided within the power point slides in the “Notes” view).
GROUP
15 minutes
Slide 2
Key Point:
Session 4: Understanding the L&L strand in depth: Key design principles of L&L
1. This session is designed to give participants a deeper understanding of the guiding instructional design principles around which the Listening and Learning domains and lessons were created.
WG
Slide 3
Key Point:
1. Design Principle 1: The connection between oral and written language must be supported
Slide 4
Key Point:
1. Use this slide if participants need a review of oral to written language development.
Slide 5
Key Points:
1. Text complexity is more than “difficulty.”
2. Text complexity is a factor of the language and knowledge demands of a particular text.
Slide 6
Key Points:
1. Read-alouds hold tremendous value for building language capacity.
2. Remind participants of this quote from the Liben and Liben paper to frame our discussion on how read-alouds support language development.
Slide 7
Key Point:
Slide 8
Key Point:
1. Review of the Comprehension Question” and “Word Work” Sections of a Listening and Learning lesson will highlight ways in which oral language and vocabulary skills are supported.
Slide 9
Key Points:
1. Participants will investigate how oral language learning from Listening & Learning is evident in student writing.
2. Even though Jason is writing about a different topic, his writing reflects the language, listening, and speaking skills reinforced in the Listening and Learning strand of CKLA.
Slide 12
Key Point:
1. Elements of language expressly practiced in Listening & Learning appear in Jason’s writing.
Slide 13
Key Points:
1. The connection between oral and written language must be supported.
2. A key goal of writing instruction is to foster children’s ability to create coherent writing.
Section 3: Design Principle 2: Background knowledge is essential to strong comprehension
Time: 30 minutes
1. Consider the value of background knowledge to comprehension.
Materials used include:
2. Listening & Learning Sequence Connections (15_Session4_L&LSequence.pdf)
Time
Slide #/ Pic of Slide
Script/ Activity directions: (Please Note: Here we provide key ideas per slide. A full script is provided within the power point slides in the “Notes” view).
GROUP
1. The standards MUST be paired with a content-rich curriculum.
2. In this section we will look at design principles that inform how content is used in the Listening & Learning strand.
Slide 15
Key Point:
1. During this activity, participants will see how background knowledge helps them comprehend what they read.
Handout:
I
Slide 16
Key Points:
1. Simple texts, like those on reading tests are filled with gaps—presumed domain knowledge—just like the gaps in the Betsy Ross passages.
2. The author assumes the reader knows something.
Slide 17
Key Point:
1. Knowledge helps resolve ambiguity—as in the case of multi-meaning words.
Slide 18
Key Point:
1. Even simple or common words can be ambiguous in a text.
Slide 19
Key Points:
1. The Listening and Learning Strand is comprised of content-rich, knowledge building read-alouds.
2. This content knowledge will help students “fill in gaps” and “resolve ambiguity.”
Slide 20
Key Points:
1. The CCLS call for systematic building of knowledge within and across grades.
2. In this section, we will investigate what it means to build knowledge systematically.
Slide 21
Key Points:
1. The example in the CCLS demonstrates what it means to build knowledge systematically across grades.
2. Being systematic and, more importantly, coherent within a grade provides support for student learning that doesn’t rely on past experiences.
Slide 22
Key Points:
1. The Listening and Learning domains are systematically and coherently arranged to build knowledge both within and across grades.
2. This attention to sequence leaves nothing to chance with regard to prior experiences students may or may not have had.
3. Activity: On Listening and Learning sequence chart, document any other domain connections
Handout:
I
1 minute reflection:
Participants consider the value of coherence in support of language and vocabulary development
I
Section 4: Design Principle 3: Vocabulary learning is most efficient when it is contextualized, content-based and constant
Time: 30 minutes
1. Consider the value of content-based and contextualized vocabulary learning through content-rich domains
Materials used include:
8. NTI_May2013_Day1_Session4_UnderstandingtheLandLstrand_Materials.zip
3. Blank Word Web Template (18_session4_Blank Vocabulary Template_Legal.pdf)
Time
Slide #/ Pic of Slide
Script/ Activity directions: (Please Note: Here we provide key ideas per slide. A full script is provided within the power point slides in the “Notes” view).
GROUP
1. Vocabulary learning takes place primarily through implicit exposure rather than explicit instruction.
2. This example serves as an expedited model of how word learning
Slide 26
Key Points:
1. It is not enough to be able to decode words. We must know what they mean.
2. Word learning occurs slowly, over time.
Slide 27
Key Points:
2. Learning words in context makes word learning more efficient.
3. Staying on topic, as the Listening and Learning strand does, facilitates word learning.
Slide 28
Key Point:
1. Hobbies, like domain topics, have a specific vocabulary associated with them.
I
Slide 29
Key Point:
1. There is an inextricable link between the words we know and the knowledge we have.
Slide 30
Key Points:
1. A network of words makes it easier to process what you hear or read.
2. The power of vocabulary is not in familiarity with the individual word itself, as it is in the web of connections you build towards that word.
Slide 31
Transition: We looked at how the content of the Listening and Learning strand is connected, let’s see how the language and vocabulary of the Listening and Learning strand is connected.
Slide 32
Key Point:
1. In this activity we will investigate the text of a read-aloud to see how the language and vocabulary are connected.
Handout:
WG
Slide 33
Key Point:
1. In this activity we will investigate the text of a read-aloud to see how the language and vocabulary are connected.
Slide 34
Key Points:
1. Words about a topic are connected in a network.
2. Connections among words are facilitated by materials, like the Listening and Learning strand that are written explicitly to tell a story for the purpose of knowledge and vocabulary building.
Slide 35
Slide 36
Key Point:
1. The story, while interesting, is also very clearly designed to start building connections of the idea of king to broader concepts of power, money, and royalty.
Slide 37
Slide 38
Key Points:
1. The value of non-fiction read alouds is very explicitly the knowledge and vocabulary building that we see visualized here.
2. That the value of non-fiction is these sorts of webs are impressive within a single story.
Handout:
· Session4_kingqueenwordwebv2
Slide 39
Key Point:
1. Participants will read another related story to see how the network of words builds.
Handouts:
SG
Slide 40
Key Points:
1. An intentional focus on materials within a single domain can make for powerful vocabulary-building.
2. That the materials in Listening and Learning weave these word webs within and across domains, within and across grade levels.
Slide 41
Key Points:
1. Equity is an additional value to staying on topic.
2. Jumping from topic to topic privileges those kids who already know something about the topic.
Slide 42
Key Points:
1. 1 minute reflection
2. Participants will be asked to reflect on the value of staying on topic to support language and vocabulary with regard to the Listening and Learning strand
I
Use the following icons in the script to indicate different learning modes.
Video